Assessment of quality of prescription by dental students

Objective: The main objective of this study was to evaluate changes in prescribing pattern of Dentistry students throughout academic course. Methods: A case of non-complicated dental extraction was presented to all students that had completed their pharmacology coursework (from 4th semester to the last semester). The students were grouped according to year of study and were asked to prescribe paracetamol for pain control. A maximal score of 5 points was calculated from three subscores for identification of professional and patient (1.0 point), drug concentration, dosage, and quantity (1.5 points); and drug information, instructions, and warnings (2.5 points). The data were expressed as medians [95% confidence intervals (CIs)] and were compared using the Kruskal-Wallis test followed by Dunn's post hoc test. A p<0.05 value was considered statistically significant. A total of 92 students participated the study (2nd year, N=12; 3rd year, N=32; 4th year, N=28; 5th year, N=20). Results: The quality of prescription showed improvement between 2nd-year students [2.0 (1.5-2.5)] and 4th-year students [3.2 (2.9-3.5), p<0.05]; 4th- and 5th-year students [3.6 (3.5-3.8)] performed similarly. Lack of information about pharmacological treatment, side effects, and administration route were the major deficiencies observed. Conclusion: Although Dentistry students present a general improvement in their prescribing performance, deficiencies remain even in advanced students. The data suggest that the teaching of good prescription practices should extend throughout the later phases of preprofessional dental education. .

Developing professionalism: dental students' perspective

To explore the undergraduate dental students' insight of their professionalism development through Focus Group Discussions [FGD]. Constructivist approach using qualitative phenomenological design. Fatima Memorial Hospital, College of Dentistry, Lahore, from April to June 2011. Four FGDs of 1st year [8 students], 2nd year [6 students], 3rd year [6 students] and 4th year [6 students] enrolled in Bachelor of Dental Surgery [BDS] program were conducted to explore how they have developed various elements of professionalism namely altruism, accountability, excellence, duty and service, honor and integrity, and respect for all; and how professionalism can be further developed in them. The FGDs were audio taped, transcribed and analyzed through thematic analysis. Triangulation of themes and trends were done through content analysis by relating to their respective frequency of quotes. Data verification was done through audit by second author. Role models and social responsibility were the main reasons in the students' professionalism development thus far with personal virtues and reasons; religion; and punishment and reward contributing to a lesser degree. Training contributed least but was deemed most in furthering professionalism. Excessive workload [quota] and uncongenial educational environment were considered detrimental to the cause. Formal planning and implementation of professionalism curriculum; selection of students with appropriate attributes; control of hidden curriculum, including effective role models, good educational and working environments will foster professionalism among dental students maximally

The teaching of temporomandibular disorders and orofacial pain at undergraduate level in Brazilian dental schools

Objectives: Evaluate the way the topics for the study of pain mechanisms in general, and Orofacial Pain (OFP) and temporomandibular disorders (TMDs) more specifically, are addressed in undergraduate courses curricula, and also to verify the existence of specialist OFP/TMD teachers in Brazilian dental schools. Methods: Between July 2010 and January 2011, course Coordinators/Directors of all dental schools duly registered at the Ministry of Education were invited to answer a questionnaire on topics related to OFP/TMD teaching in their institutions. Results: Fifty-three dental schools representatives answered the questionnaire. The study of pain mechanisms was found to cover an average of less than 10% of the courses' total time. Pharmacology, Endodontics and Physiology were identified as the departments usually responsible for addressing pain mechanisms in dental courses. Psychosocial aspects were found to occupy a very small proportion in the syllabi, while most of the content referred to biological or somatic aspects. OFP/TMD is addressed by a specific department in only 28.4% of the participating dental schools, while in most cases (46.3%), OFP/TMD is under the responsibility of the Prosthodontics department. Only 38.5% of respondents indicated that they had a specialist OFP/TMD teacher in their Schools. Conclusion: Among the Brazilian dental schools participating in the study, the teaching of OFP/TMD was found to be insufficient, segmented or with an extremely restricted focus. This initial assessment indicates that Curricular Guidelines for the study of OFP/TMD at undergraduate dental schools should be developed and implemented to facilitate their appropriate inclusion into the curricula and in specific pedagogical projects. .

A teoria na prática: proposta de curriculum frente às diretrizes curriculares nacionais do curso de graduação em Odontologia / Theory in practice: curriculum proposal in front of the national curriculum guidelines for graduation courses in dentistry

Introdução: o ensino superior brasileiro em Odontologia apresenta duas realidades distintas: o aluno que se intenta formar e aquele que efetivamente se forma. Essa dualidade ocorre pelas necessidades do mercado, pelos interesses comerciais das universidades privadas e outros fatores, enquanto as Diretrizes Curriculares Nacionais do Curso de Graduação em Odontologia apontam em outra direção. Objetivo: explanar sobre as diretrizes curriculares nacionais do curso de graduação em Odontologia mostrando as disciplinas e propostas do curso. Metodologia: a explanação sobre as diretrizes e as propostas será dada por meio da comparação da resolução CNE/CES, de 19 de fevereiro de 2002, com o projeto pedagógico da Universidade de São Paulo, São Paulo, SP, Brasil. A escolha desta faculdades e deu pela sua tradição, pelo número de docentes com linhas de pesquisa que se destacam no cenário odontológico nacional, e, por ser uma universidade pública situada em um centro reconhecidamente de maior poder econômico. Conclusão: o projeto apresentado mostra-se adequado quando comparado com a resolução do Conselho Nacional de Educação.

Introduction: higher education in Brazil in Dentistry presents two distinct realities: the student who intends to form and one that effectively builds. This duality occurs by market needs, the commercial interests of private universities and other factors such as the National Curriculum Guidelines for Undergraduate Dental point in another direction. Aim: this paper seeks to explain about the national curriculum guidelines for the graduation course in Dentistry shown their disciplines and proposals for the graduation course in Dentistry. Methodology: the explanation of the guidelines and proposals will be given by comparing the Resolution CNE/CES, of 19 February 2002, with the pedagogical dental school in Brazil, the University of São Paulo, São Paulo, SP, Brazil. The choice of this option is given by tradition, by the number of professors, with research areas that stand out in the dental setting and being a national public university located in a recognized center of greater economic power. Conclusion: the project presented is appropriate when compared to the National Education Council resolution.

Nem tudo é estágio: contribuições para o debate / Not everything is supervised training: contributions for the debate

O artigo versa sobre o estágio supervisionado, tratando-o como uma oportunidade fundamental de consolidação do espaço pedagógico, capaz de enfrentar, positivamente, os desafios lançados pelas Diretrizes Curriculares para os Cursos de Graduação em Odontologia. Não se trata de uma proposta nova, mas de uma luta pela transformação das práticas de ensino que tem origem nos anos setenta, no movimento de integração docente assistencial, até os dias atuais. Aborda o espaço dos serviços públicos de saúde e o mundo do trabalho como aspectos centrais de uma nova prática pedagógica, com potencial para se alcançar um perfil profissional com consciência crítica e capacidade de compreender a realidade e intervir sobre ela. Aponta para os riscos de se compreender e confundir estágio com prática intramuros, reproduzindo, sob o nome de estágio curricular supervisionado, práticas tradicionais, com ênfase em aspectos tecnicistas e biologicistas sem potência para alcançar as mudanças propostas pelas Diretrizes Curriculares. Ao ressaltar a importância do estágio curricular supervisionado na formação profissional, fica estabelecido um diálogo com a ABENO, contestando algumas de suas posições. Neste sentido, o artigo mostra a necessidade de uma discussão que agregue o maior número possível de faculdades de odontologia.

This paper discusses supervised training as a fundamental opportunity for the consolidation of the teaching space and also as means of facing the challenges posed by the guidelines for dental courses. It is not a new proposal. It is in fact a fight for changes in dental practicing which began in the 70s with the movement for the integration between dental teaching and dental services. It approaches public health services spaces and the world of work as central for a new teaching strategy. That would generate the opportunity to graduate professionals with a more critical profile, also capable of understanding reality and intervening on it. The paper points the risks of understanding and misunderstanding - supervised training with practicing inside the dental school, under the label of curricular supervised training. In that perspective traditional practices, with emphasis on technical and biological aspects would not have the potential to achieve the changes proposed by the curricular guidelines. While highlighting the relevance of curricular supervised training in professional education, the paper sets a dialogue with ABENO, contesting some of its positions. In that sense, the paper shows the need for a deeper and more participative discussion, that joins as many dental schools as possible.

Latin American and Caribbean dental schools: teaching about special needs / Escuelas de odontología de América Latina y el Caribe: enseñanza sobre necesidades especiales

OBJECTIVES: Assess the extent of the teaching of care for individuals with special needs in schools of dentistry in Latin America and the Caribbean (LAC), and deans and program directors' willingness to introduce such programmatic modules into the curricula. METHODS:The survey instrument (a short-answer questionnaire modeled from the U.S. Curriculum Assessment of Needs Project) was delivered to a survey sample gleaned from all LAC dental schools listed in the World Health Organization (WHO) World Directory of Medical Schools through a Web-based survey tool that delivered the questionnaire via e-mail and stored and displayed responses graphically and in real time. Schools with incorrect or insufficient e-mail/contact information or a primary working language other than Spanish or Portuguese were excluded from the study. A total of three attempts (by e-mail and telephone) were made to follow up nonrespondents. RESULTS: More than half of the 142 respondents indicated their students were receiving less than 5 hours of didactic training and less than 5 hours of clinical training in the care of individuals with special needs. Of these 142 respondents, 23 percent and 30 percent, respectively, reported that no curricula hours were needed for didactic or clinical training focused exclusively on care of individuals with special needs. Emphasis on the difficulties in developing such programs was placed on lack of faculty experienced in the care of patients with special needs. CONCLUSION: There is a need for increased didactic and clinical preparation of graduates of LAC dental schools in the care of individuals with special health needs.

OBJETIVOS:Evaluar en qué grado se enseña sobre la atención a las personas con necesidades especiales en las escuelas de odontología de América Latina y el Caribe (ALC) y la disposición de los decanos y los directores de programas de introducir estos módulos en los currículos. MÉTODOS: Se envió una encuesta (un cuestionario de respuestas breves modelado a partir del U.S. Curriculum Assessment of Needs Project) a todas las escuelas de odontología de ALC incluidas en el Directorio Mundial de Escuelas de Medicina de la Organización Mundial de la Salud. Para ello se empleó una herramienta de encuesta en línea que enviaba el cuestionario por correo electrónico y almacenaba y presentaba las respuestas gráficamente en tiempo real. Se excluyeron las escuelas con información de contacto/correo electrónico incorrecta o insuficiente y las escuelas cuyo idioma de trabajo no era español o portugués. Se hicieron tres seguimientos (por correo electrónico y teléfono) a las que no respondían. RESULTADOS: Más de la mitad de las 142 escuelas que respondieron afirmaron que sus estudiantes recibían menos de 5 horas de entrenamiento didáctico y menos de 5 horas de entrenamiento clínico para la atención de personas con necesidades especiales. De los 142 encuestados, 23 por ciento y 30 por ciento informaron que no se necesitaban horas curriculares para el entrenamiento didáctico o clínico, respectivamente, enfocadas exclusivamente en la atención de personas con necesidades especiales. En cuanto a las dificultades para desarrollar estos programas se observó un mayor énfasis en la falta de profesores con experiencia en la atención de pacientes con necesidades especiales. CONCLUSIONES: Se necesita aumentar la preparación didáctica y clínica de los graduados de las escuelas de odontología de ALC en la atención de personas con necesidades especiales.

Prescription writing skills of pre-clinical medical and dental undergraduate students.

Objective of this prospective study was to assess the acquisition of prescribing skill of preclinical medical and dental undergraduate students. Prescription writing skills of 258 students of both first and second year of MBBS and BDS students were analyzed through an objective structured practical examination. MBBS student of second year scored 85.01% and 92.82% respectively in physician and drug related component whereas first year MBBS students scored 89.9% and 83.4%. BDS student of first year scored 91.96% and 86.33% in physician and drug related components which is better than second year that scored 83.33% and 77.94% respectively. This study revealed that the students of both courses acquire prescribing skills to a limited extent during preclinical phase. Prescribing errors were found both in physician and drug related components. To minimize the different form of prescribing errors vigorous training in the internship period will help to minimize prescribing errors and improve rational prescribing too.

A utilização da metodologia PBL em Odontologia: descortinando novas possibilidades ao processo ensino-aprendizagem / The use of PBL methodology in Dentistry: displaying new possibilities for the teaching-learning process

A sociedade contemporânea tem imposto desafios aos setores da saúde e da educação, traduzidos na exigência de reformulações nos aparelhos formadores de recursos humanos. Para o cumprimento destas recomendações, sugere-se a metodologia Problem-based learning - PBL. Com base na observação in loco da aplicação do método na Adelaide University - Dental School e na revisão da literatura pertinente, este documento disponibiliza reflexões para reestruturação dos currículos dos Cursos de Odontologia para a implantação da metodologia PBL, sugerindo um currículo flexível, organizado em blocos temáticos, orientado para a solução de problemas, com integração de conteúdos básicos e clínicos, com equilíbrio teoria-prática, dinâmico, que atenda às mudanças no perfil epidemiológico da população. Com isso, espera-se que as universidades promovam a formação de profissionais competentes e compromissados com a qualidade de vida da população, com um traço de humanismo impresso em seu currículo.

Contemporary society has imposed several challenges to health and education sectors, which have been translated into demands for reforming educational institutions and systems. To fulfill these requirements, the use of the Problem-based learning (PBL) methodology is suggested. Based on in loco observation of the application of this method at the Adelaide University - Dental School and pertinent literature review, this document provides reflections for restructuring dental curriculum to implement PBL methodology. It suggests a flexible curriculum, organized around thematic blocks, guided to solution of problems with integration of basic and clinical contents, balanced between theory-practice, dynamic, and oriented to meet the changes of the population epidemiological profile. In this context, it is expected that universities promote the formation of competent professionals, who will be committed with the population quality of life and have humanistic education.

[Dental students' competencies in community dentistry course]

Graduated dentistry students ought to be competent in different fields of community dentistry such as health education, needs assessment, planning and policy making. The aim of this study was to assess the effect of community dentistry course on dental students' competencies in different fields of community dentistry through self-monitoring method in Isfahan School of dentistry. This quasi-experimental study was conducted on two groups using pre-test and post-test. Through census sampling method, 50 students were studied before and after passing the community dentistry course, as experiment group and 40 students who did not pass this course were studied as the control group at the time of graduation. The data gathering tool was a questionnaire which was completed by students as self-administered. The questionnaire assessed students' competencies in 6 determined areas with a scale ranging from unacceptable to excellent. The results were analyzed by SPSS software using Paired t-test and t-test. The difference between the scores of experiment group's competencies in all six determined areas was significant, before and after passing the course. Comparing the scores of the experiment and control groups showed significant differences in all areas except in "preventive dentistry services". Community dentistry course has been successful in making the students competent in community dentistry fields. In order to improve these results, it is recommended to devote more time and facilities to the subjects such as needs assessment and course planning

La enseñanza dental en México, siglo XIX / Dental teaching in Mexico, the 19th century

En este artículo se proporciona información general sobre la organización de la enseñanza y planes de estudio de la Odontología en México durante el Siglo XIX.

In this article basic information is given about organization and early records of the academic programs of dental education in Mexico City 19th Century.

Implantação das diretrizes curriculares nacionais em odontologia / Implementation of national curricular guidelines in dentistry

INTRODUÇÃO: O Ministério da Saúde, por meio da Secretaria de Gestão do Trabalho e da Educação na Saúde (SGTES) e o Ministério da Educação, por intermédio da Secretaria de Educação Superior (SESu) e do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), lançaram, em novembro de 2005, o Programa Nacional de Reorientação da Formação Profissional em Saúde (Pró-Saúde). OBJETIVO: Esta publicação contempla os três eixos do Pró-Saúde ­ Orientação Teórica, Cenários de Prática e Orientação Pedagógica - incluindo, nesta fase, aspectos referentes ao desenvolvimento e à avaliação dos projetos financiados. CONCLUSÃO: O Pró-Saúde está numa etapa que permitirá aceleração e redirecionamento, por meio de subsídios para seus processos de auto-avaliação e troca de experiências em seminários regionais, nacionais e internacionais

Program on nosocomial infection in the curricula of medicine, dentistry, nursing and medical technology in Thailand.

OBJECTIVES: To identify defects in the program on NI in curricula of medical, dental, medical technology and nursing schools. Impacts of the results of the study on the changes of the program were also evaluated MATERIAL AND METHOD: Questionnaires study of all 12, 8, 9 medical, dental, medical technology and 20 of 62 nursing schools. Data were collected and analyzed. Defects in the program of NI were identified and recommendation for improving was drafted in a workshop participated by curriculum directors and researchers. Results of the study were fedback to the schools enrolled. Changes of the program were later followed.. RESULTS: Program on NI was present in the curricula of 11 of 12 medical, some dental and medical technology but in none of the nursing schools. Education program varied in methods of teaching, hours and years of students. A few schools modified the program in their curricula by the results of the study and recommendation of a workshop participated in by researchers and program directors. CONCLUSION: Program on NI in the curricula of medical, dental, medical technology and nursing schools in Thailand varied in education methods, teaching hours and in student years. The present study results had little impact on changing the program. An evidence-based program on NI in medical, dentistry, medical technology and nursing is urgently needed.

La Odontología en España: Hacia la Integración en el Espacio Europeo de Educación Superior / Odontology in Spain: towards the integration to the European high education space

The European Higher Education Space (EHES) is a project to harmonize all the European University systems in order that all of them will posses a homogeneous structure of undergraduate, graduate and post graduate studies. The time period established to implement this project is year 2010. The present paper describes the establishment of a new career degree model in Spain, the degree in Dentistry that started twenty years ago. Also it has been stated the number of the present Departments and Schools, the access system to Public University Schools of Spain, the evaluation system, and which are the new mechanisms incorporated in the Spanish University system to implement this integration to the EHEE. This is the moment to design the new master guidelines to obtain homogeneous career degrees that may imply more accessibility and mobility of students and professionals.

Histología y embriología oral clínicamente integradas como herramienta didactica en un curso de grado de la carrera de odontologia / Oral histology and embryology clinically integrated as a teaching tool in an undergraduated dentistry course of studies

The teaching of Oral Histology and Embryology clinically integrated was designed as a pilot experience to be developed during the 2005 academic year at the Division of Histology and Embryology (Chair [quot ]A[quot ]) of the National University of Cordoba School of Dentistry. This experience, in which the members of the faculty of the Department of Clinical and Basic Sciences have an active participation, is based on a systemic conception of the learning-teaching process and on the recommendations made by the OPS/OMS. This approach will allow us to optimize the quality of our undergraduate programs through better teacher training and the gradual integration of basic and clinical sciences. Our aim is to provide a better education with clinical relevance in basic sciences and scientific basis in clinical assistance.

La enseñanza integrada es un modelo pedagógico que se sustenta fundamentalmente en la concentración de los aspectos relevantes de un conjunto de disciplinas interrelacionadas, obteniéndose como producto una síntesis interdisciplinaria, lo que proporciona una visión más holística de la enseñanza y le permite al educando integrar conocimientos. A partir de esta concepción sistémica del proceso de enseñanza/aprendizaje y de las recomendaciones de OPS/OMS, se diseñó como experiencia piloto para el Ciclo Lectivo 2005 de la Cátedra "A" de Histología y Embriología de la Facultad de Odontología perteneciente a la Universidad Nacional de Córdoba, la enseñanza de la Histología y Embriología Oral clínicamente integradas, con activa participación de docentes de Ciencias Básicas y Clínicas. La estrategia para la sistematización de los contenidos de los módulos de aprendizaje se basó en una dinámica que se sustenta en el uso de facilitadores didácticos, que recrean instrumentos didácticos como son las ideas previas, los mapas conceptuales, la resolución de problemas y el estudio de casos clínicos. Esta experiencia nos va a permitir optimizar la calidad de la oferta educativa de grado a través de la mejora de la formación docente y la gradual integración de las ciencias básicas y clínicas, para el logro de una educación con relevancia clínica en las ciencias básicas y con base científica en la asistencia clínica.

Avaliação de dezoito meses de um programa de saúde bucal em alunos de uma escola municipal do Rio de Janeiro / Eighteen period evaluation of an oral health program put in practice among students of a municipal school in Rio de Janeiro

O presente trabalho visa avaliar de forma crítica o programa de saúde bucal do escolar implantado pela UFRJ desde 1998 tendo como base a aplicação direta da técnica de tratamento restaurador atraumático (TRA) preconizada pela OMS. Além das restaurações, o programa engloba a educação para a saúde e o atendimento das necessidades acumuladas das crianças em clínica da UFRJ/IPPMG. Após dezoito meses de aplicação do programa, podemos observar que a maioria dos TRA está no lugar, apesar de terem sido feitos em segundos molares decíduos, sendo indicado o acompanhamento do programa para melhores resultados

Trajetória Nacional e internacional do ensino odontológico e a disciplina de Clínica Integrada nos cursos de Odontologia / Dental education and its national and international path and discipline of Clinic Integrated in Odontology courses

Este trabalho apresenta um referencial teórico sobre a trajetória no cenário nacional e internacional do ensino odontológico e sobre a disciplina Clínica integrada no Brasil, além de assinalar as perspectivas que se desenham nas propostas dos Projetos Pedagógicos dos Cursos de Odontologia das Instituiçöes de ensino Superior. Potanto, o ensino de Odontologia e da Clínica integrada estará sob influência dos valores e ideologias encontradas na prática pedagógica. O ensino odontológico através de disciplinas como a Clínica Integrada deve ser responsável pela formaçäo de bons profissionais, por avanços científicos e, ainda, no atendimento a pacientes, oferecer um bom serviço. Serviços que, atualmente, deixaram de realçar doenças para enfocar saúde. Saúde, cuja definiçäo considera o indivíduo como um todo e envolve dimensöes físicas, mentais e emocionais(au)